National Standards: Physical Science Content standard B: As a result of their activities in grades 9-12, all students should be develop an understanding of the structure and properties of matter.
Context of Lesson:
This is day 2 in the unit on Matter, and students will be conducting the station investigation explained and demonstrated last class. Students will be using the physical properties of matter to separate pure substances from mixtures, becoming familiar with different types of mixtures and properties. I will be presenting one more demonstration before students begin the investigation, and when students are finished, we will be discussing data as a class.
Opportunities to Learn:
Depth of Knowledge: Level 2 and Level 3
Prerequisite Knowledge:For this lesson students will need to be aware of lab safety. Students will need to know how to organize data into a chart, and how to formulate a hypothesis.
Plans for Differentiating Instruction: Students will be provided with a graphic organizer which will act as a support for students who need that extra guidance. There will also be an opportunity for students to discuss any questions or problems during the discussion after and during the investigation (I will be walking around the room supervising).
Accommodations and modifications: The graphic organizer is a modification, students would otherwise have to create their own method of logically organizing the given/learned information throughout the period.
Environmental factors: There will need to be one station for each set of materials, that would mean 6, excluding a station for melting point and boiling point because those will be shown to the class via a demonstration. Students will need to have the floors clear of any belongings to allow for ease of walking throughout the classroom.
· Students will describe the identifiable physical properties of substances (e.g., color,
hardness, conductivity,density, melting/boiling points).
Students will Explain how these properties can be used to identify a substance.
Students will differentiate between pure substances, heterogeneous mixtures, homogeneous mixtures, and investigate ways of separating these mixtures.
Instruction:
Opening:
Class will begin with a brief re-cap of the main points of last class and I will finish the demonstrations I began to perform of the investigation students will be doing this period.
There will be an agenda on the board also today:
Finish demonstrating Investigation
Boiling Point/Melting Point Demonstration
Do Investigation
Chemical Properties
Engagement:
1.Completing Demonstrations, Boiling point and Melting Point Demonstration
Students will take part in a guided demonstration. I will show the station with boiling point and melting point and ask questions about what is happening , to try and model how students should be thinking when I send them to their stations.
What's the motion of the water while it's starting to boil? Why is it moving that way?
Students will be given a data table, which they will use to take notes and to keep track of their data while moving from station to station during this investigation.
2. Students will travel in groups of 4 or 5 around the room, there will be 6 stations set up. At each station there will be a different mini experiment that has already been prepared for the student (as described in Lesson 1). Students will move from each station after about 5 minutes. Students will be using the procedures shown in the demonstration which they will have taken notes on yesterday. I will also be walking around monitoring student work and giving assistance when required.
Closure:
At the end of the lesson, I will have students clean up their stations and come back to their seats. Students will be allowed to finish working on their lab next class and will be expected to share their data with the class in a discussion next time. Also, in a few sentences I will talk about how physical properties are not the only means we use to identify or separate matter, and that chemical properties are also used when trying to identify or separate substance. Next class will be discussing more about chemical properties and how they relate to identifying matter.
Assessment:Students will be assessed this period mainly informally, by me walking around the room asking individual groups questions about what they are doing at each station. Students will also be formally assessed by the completion and accuracy of their data tables/question sheets when collected next session.
Reflections (only done after lesson is enacted) Student Work Sample 1 – Approaching Proficiency:
A Physical Attitude
State Standards: GLEs/GSEs
PS1 (9-11)–1 (1a)
National Standards:
Physical Science Content standard B: As a result of their activities in grades 9-12, all students should be develop an understanding of the structure and properties of matter.
Context of Lesson:
This is day 2 in the unit on Matter, and students will be conducting the station investigation explained and demonstrated last class. Students will be using the physical properties of matter to separate pure substances from mixtures, becoming familiar with different types of mixtures and properties. I will be presenting one more demonstration before students begin the investigation, and when students are finished, we will be discussing data as a class.
Opportunities to Learn:
Materials:
Objectives:
- · Students will describe the identifiable physical properties of substances (e.g., color,
- Students will Explain how these properties can be used to identify a substance.
- Students will differentiate between pure substances, heterogeneous mixtures, homogeneous mixtures, and investigate ways of separating these mixtures.
Instruction:hardness, conductivity,density, melting/boiling points).
Engagement:
Assessment: Students will be assessed this period mainly informally, by me walking around the room asking individual groups questions about what they are doing at each station. Students will also be formally assessed by the completion and accuracy of their data tables/question sheets when collected next session.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Main Page